Mathematics Education

Media Centers offer an opportunity to diversify optional delivery methods. Coupled with the idea of multiple intelligences – different ways of learning, I was able to put into practice an old strategy into play – offer within the same classroom different ways to learn the same lesson. The Media Center offers the opportunity to use different learning stations with three different smart boards, and a fourth station to generate and deliver lessons using technology as well as some students want – a low technology approach. Innovative ideas such as flipping – changing homework into class time activities and classroom activities into homework provide a great opportunity to enhance student success. Optional grading opportunities present themselves such as using the textbook and the test as learning tools and strategy as a by-product of this learning approach. A demonstration of this model and the student success results will be presented.

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This book lifts the veil to identify the puppet masters behind the MK Ultra Mind Control shills that front the New World Disorder Dystopia. The usual suspects are named: Jeff Bezos, Mark Zuckerberg, Benjamin Netanyahu, Fake religious Patriarchs and a list of celebrities from Hollywood and other MK Ultra mind control realms.

Fundamental differences in philosophical outlook divide the more conservative and radical branches of the E-family. Yet the emergence of E-approaches to cognition, wherever they sit on the conservative-radical spectrum, represents an undeniably important development for understanding cognition. Educational research and practice should take serious stock of these approaches for the simple reason that questions of how to educate cannot be kept apart from questions about how we think and learn. This chapter reviews empirical findings in the E-cognition domain that lend credence to Shapiro and Stolz’s (2019) claim that, “the emerging research agenda of embodied cognition has much to offer educational practitioners, researchers, and/or policy-makers” (p. 34).
This chapter brackets question about the philosophical barriers that may, for some, block the acceptance of E-approaches and how to deal with them. It focuses instead on possible practical outcomes of such acceptance. Taking an imaginative leap, it asks: Assuming one adopted either a more conservative or more radical E-framework, how would that choice matter to one’s thinking about educational research and practice?

Research proposal for assessing the impact of flipped classroom learning on Jordanian students' Maths performance. The proposal assesses various quasi experimental methods; including propensity score matching, (matched) difference in difference. Lastly, a diff-in-diff approach to measurement is adopted and the research design explained.

The purpose of this study was to investigate primary and secondary mathematics teachers' candidates' effect of the success in geometry education. The sample of the study consists of students first and last class preservice primary mathematics teachers which are enrolled program education at department of mathematics and students first and last class in preservice secondary mathematics teachers enrolled to Necmettin Erbakan University Ahmet Keleşoğlu Faculty of Education. As data collection tool, the 2016 Transition to Higher Education Examination questions asked in geometry was used. Data obtained were analyzed using Mann Whitney U test. Based on the findings, investigated that in first and last class of primary classroom teacher candidates and in first and last class of secondary mathematics teacher candidates were revealed in that whether there were statistically significant differences in terms of their success.

All too often education research focuses on academic disparities with under-served student populations. Frequently, both remedial and introductory college-level mathematics courses are cited as gatekeepers or insurmountable barriers for adult low-socioeconomic status (LSES) students. There has been a call from within the mathematics education community for less gap-gazing at disparities and more studies of success within marginalized groups. Many previously unsuccessful, under-prepared, under-served, and under-supported students persist and eventually succeed. In addition, there is a lack of research through the lens of the community college as a unique educational context, distinct from both K-12 and the four year colleges and universities. The goal of this hermeneutical phenomenological study is to describe and interpret the lived experienced of previously unsuccessful LSES students who became successful. Ten students told their stories during unstructured phenomenological interviews. Upon analysis of the interview transcripts, themes appeared consistent with the patterns of the inward and outward journeys found in the Hero’s Journey or monomyth narrative structure. The stages of the monomyth as described in the work of Campbell (2008) are rooted in the universal human themes of the transformational quest. Six meta-themes appeared through the textual analysis of the interview transcripts; 1) the call of a better life that requires education, 2) connections with mentors and allies through authentic relationships, 3) the cultural border crossing at the threshold to higher education, 4) perspective transformations taking place as tests presented by an array of threshold guardians are passed, 5) increasing resilience through taking ownership and increasing networks of connections as the labyrinth of higher education was navigated, 6) after seizing the magic elixir of education the desire to pay it forward.  Their stories reveal a perspective transformation as described in Mezirow’s (1981) transformative learning theory. These stories of transformational learning as experienced by previously unsuccessful LSES community college students provide essential insights as to how we might foster positive learning transformations, and more importantly, avoid being the source of needless obstacles for our students. These findings present a narrative counter to the current deafening drumbeat of the anti-developmental education, completion and acceleration agendas.

CITATION: Stinson, D. W. (2004). African American male students and achievement in school mathematics: A critical postmodern analysis of agency (Doctoral dissertation). Retrieved from ProQuest Dissertations & Theses: A & I. (ATT 3194548).

ABSTRACT: The purpose of this study was to shed light on the schooling experiences of African American male students who embraced school, academics, and mathematics. In particular, the study examined the influence of sociocultural discourses on the agency of 4 African American men in their early 20s who demonstrated achievement and persistence in school mathematics. Agency in this context was defined as the participants’ ability to accommodate, resist, or reconfigure the available sociocultural discourses that surround African American males in order for them to effectively negotiate these discourses in their pursuit of success.

The study used qualitative action research methodology (Kemmis & Wilkinson, 1998) located within a critical postmodern theoretical frame (Kincheloe & McLaren, 1994). More specifically, the participants of the study were asked to read, reflect on, and respond to current research literature regarding the schooling experiences of African American male students. Their responses were analyzed using an eclectic theoretical framework that included poststructural theory, critical race theory, and critical (postmodern) theory. Poststructural theory provided a frame for rethinking and redefining key concepts such as person, agency, and power, among others. Critical race theory provided a frame for understanding how the discourse of race and racism operates within U.S. social structures. And critical (postmodern) theory provided a frame for discussing the purposes of education research.

The reporting and analysis of the data revealed that the participants had acquired robust mathematics identities (Martin, 2000), identities that positively impacted their sense of agency. How the participants acquired such uncharacteristic mathematics identities for African American male students was to be found, in part, in how they understood the sociocultural structures and discourses of U.S. society and how they accommodated, resisted, or reconfigured the specific discourses that surround African American males. Although at times the responses from the participants were similar, their responses were never monolithic—not across participants, and not even within participants. Present throughout the responses from each participant, however, was recognition of himself as a discursive formation (Foucault, 1969/1972) who could actively accommodate, resist, or reconfigure sociocultural discourses as a means to subversively repeat (Butler, 1990) his constituted “raced” self.

Using the notion of relentless consistency, we are exploring an approach for providing advice to teachers on characteristics and structure of tasks and lessons, the creation of sequences of learning experiences and the classroom culture that supports this approach. An extract from an illustrative sequence is presented to exemplify the associated classroom practice. Some implications for initial and continuing teacher professional learning are suggested.

STEAM is a developing educational model of how the traditional academic subjects (silos) of science, technology, engineering, arts and mathematics can be structured into a framework by which to plan integrative curricula. It includes review s of the epistemologies of general and discipline specific developments in conjunction with the individual discipline’s standards, as related to integrative, or holistic, education. Investigating these educational relationships to one another is currently being explored as a way to find the commons of education in relation to pedagogy and language. Along with the development of commons is the need for the disciplines to work with one another in a structure that is able to be adaptable to the many variations of discipline combinations that make up different directions that people in society pursue. This paper is an introduction to concepts on the development of such a structure.

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ICT has a great impact on human lives. The use of mobile technology in education is a positive response to the learning development in most tertiary institutions. Nowadays, it is difficult to motivate students to learn calculus. Therefore, creative teaching techniques using WhatsApp is used to attract students. WhatsApp enhances idea sharing among students and makes communication easier and faster. This research seeks to assess students' readiness in using WhatsApp Application for calculus subject. Data were collected from 485 respondents from sixteen classes of diploma in mechanical engineering students in Universiti Teknologi MARA (Pulau Pinang) using the score of the test results. Data analysis was performed using descriptive statistics and analysis of one sample t-test at 0.05 level of significance. One sample t-test was used to identify whether to accept or reject the null hypothesis. Based on evaluation, more than half said that they prefer to use WhatsApp as one of the most effective teaching tool and students who were usually inactive in lecture class, contributed a lot in WhatsApp group. The findings of the study suggested that the marks increase in calculus subject is caused by flexible learning facilitated by WhatsApp mobile learning.

AbstrakPenelitian ini bertujuan untuk mengetahui pengaruh model pembelajaran problem posing tipe within solution posing terhadap hasil belajar siswa. Penelitian ini merupakan penelitian eksperimen semu dengan populasi seluruh peserta didik kelas VIII SMPN 13 Kota Bengkulu Semester Genap Tahun Ajaran 2017/2018. Sampel diperoleh kelas VIII E sebagai kelas eksperimen dengan peserta didik yang berjumlah 34 peserta didik yang mendapat perlakuan model pembelajaran problem posing tipe within solution posing dan kelas VIII D sebagai kelas kontrol dengan peserta didik yang berjumlah 34 peserta didik yang mendapat perlakuan model pembelajaran ekspositori. Nilai rata-rata hasil posttest kelas eksperimen 66,41 dan rata-rata posttest kelas kontrol adalah 56,82. Berdasarkan hasil analisis data menggunakan uji-t dengan taraf nyata (?) = 10% diperoleh nilai , sehingga . Oleh karena itu, dapat disimpulkan bahwa ada pengaruh model pembelajaran problem posing tipe within solution posing terhadap hasil...

This community service activity was held to assist a private institution, Yayasan Al-Kahfi, which provides teaching assistance to the orphan and disadvantage children. One of the subjects taught was English. Based on the observation, there were some obstacles faced. The educational background of the instructors which does not relevant, the lack knowledge of English subject, how to teach the English for young learners, the lack of teaching media, the limited time of teaching that was only about 50 minutes, and the range of age in the same group that varied from kindergarden and between first until third elementary class or young learners were some of the obstacles found. Therefore, an  effective and efficient teaching was extremely important to be considered. Teaching media is one of the strategy that can be used for this issue. The teaching media were made to ease the instructor in teaching without spending their time to write on the whiteboard since the teaching media made, modifie...

Open source software (OSS) in academia can have multiple types of implementations and positive returns. This paper explores the use of OSS as a method to teach entrepreneurship concepts and practices to Science, Technology, Engineering, and Mathematics (STEM) majors. OSS allows for individuals to contribute and provide support services for applications. This will allow students to gain expertise in low level design, software project management, and software consulting services in order to successfully deploy their own spin off company. Covered in this submission will be examples of how the Linux software project development groups, mobile application development, video game design, and support services can be used in the classroom. These examples will serve as the base for any additions or changes in curriculum development, and design to aid institutions in deploying innovative programs in technology entrepreneurship to STEM students.

In this paper we analyze the main factors (or indicators) that may be present in the use of technology resources, specifically the use of Personal Computer (PC) and, thus, try to infer about possible ways to take advantage of this resource. The main objective of this research was to determine the perception of university students about the role of secondary mathematics teacher, specifically from the technological perspective. For this purpose, we administered a survey to collect information of 264 students in a course of Introductory Mathematics MAX 084, in the first half of 2010 at the Universidad Nacional in Costa Rica. Principally, regarding how the mathematics teacher influenced the development of technological skills, useful for further training at the University.

This study reports the impact of varied formative assessments on students' summative assessment performance. Formative assessments are used by teachers to gauge how effective are the instructions done to get feedback, improve instructional strategies and plan for future innovations. This study used thirty-two Electronics and Communications engineering students taking up Integral Calculus during the school year 2016-2017 at the University of Science and Technology of Southern Philippines, Cagayan de Oro City. These students were subjected with daily time-pressured quizzes, homework and once-in-a-week portfolio. The researchers tried to determine which of the formative assessments have high influence on the summative assessment which is the departmental examination in Integral Calculus. Using regression analysis, results revealed that the best predictor of the formative assessments is the daily time-pressured quiz. The researchers recommend to teachers to give students' daily ...

Teaching competencies of the senior high school Mathematics teachers in Lone Districts in Batangas City Philippines were assessed. It looked into their personal and professional profile along with their teaching competencies which includes dedication to teaching, knowledge of subject matter, classroom organization and management, instructional organization and management, instructional implementation, and monitoring student progress and potential. Comparison of responses among administrators and mathematics teachers were also considered. Results of which were used as basis for direction on continuing education that can be pursued for the successful implementation of K to 12 Curriculum. The study used the descriptive method of research. Questionnaire was used as the main data gathering instrument. The entire population of mathematics teachers and administrator which comprise of 41 teachers and 21administrators in Lone Districts in the Province of Batangas City Division participated in the study. Frequency/percentage, weighted mean, and comparison of means were used to statistically treat the data. Majority of the Mathematics teachers were female and married while most of them were in age bracket of 29-35, have master's unit, teaching for 10 years and above and have attended at least 6-10 related seminars for the last 3 years. Generally, the mathematics teachers are competent as assessed by two groups of respondents. Same was found when mathematics teachers were grouped according to their profile variables where they were found to be more competent in monitoring student progress and potential but less competent in terms of knowledge of subject matter. The researcher recommended possible directions on continuing education that could be 207 Published by SCHOLINK INC. pursued by the mathematics teachers thereby enhancing their competencies to ensure successful implementation of K to 12 Curriculum.

This section examines the curricular aspects of integrating mathematics into science. It looks at the importance of mathematics in science, the benefits of integrating mathematics and science, the variety of models of curriculum design that can underpin their integration and a case study of this integration in a teacher training institute. 1. The Importance of Mathematics for Understanding Science The close relationship between mathematics and science has long been recognized. Galileo once said that 'Nature is written in mathematical language'. Newton, who was as much a mathematician as a scientist, pioneered the use of calculus to support his understanding of motion. The study of genomics depends on quantifying massive amounts of biological data, while understanding changes in the environment, such as the relationship between carbon dioxide emissions and global warming, depends on the development of mathematical models by scientists for the prediction of climate change (Karsai & Kampis, 2010). This draws our attention to the fact that it is often not possible to carry out scientific inquiry without quantifying findings, using the language of mathematics, its notations, equations and procedures. Almost all branches of science are becoming increasingly mathematical, ranging from bioinformatics, to the development and testing of pharmaceuticals, and the investigation of the solar system in astronomy. Science and mathematics provide the means for interdependent ways of knowing the world, as both are concerned with identifying patterns and relationships. Science provides contexts and applications for abstract mathematical principles, while mathematics provides the essential skills and processes necessary for science to make sense of the natural world. In recent times, the focus on STEM (science, technology, engineering and mathematics) education has led to growing interest in integrating all four of these subjects in various combinations in order to solve real life problems. This is said to promote students' capacities to adapt and transfer their scientific and mathematical knowledge and skills to other contexts and applications, for example, to other subjects, outside of school, and in their future workplaces and personal life. These capacities are essential for citizens in the rapidly changing globalized societies of the 21 st century. At the secondary level, students are usually aware that mathematics is important to their study of physics, but they may not realize that it is also essential for understanding the statistical analysis of data in biology and for understanding proportional relationships between quantities of atoms and molecules in chemical reactions.

BHS: Ovim radom ponuđen je prikaz relevantnih psiholoških studija, koje su za cilj imale ispitati neki od aspekata matematičkog obrazovanja. Prikazanim istraživanjima utvrđeno je da inteligencija značajno doprinosi matematičkim postignućima, dok ih matematička anksioznost umanjuje. Značajnu ulogu u rješavanju matematičkih zadataka ima i kapacitet radne memorije. Bitne su i mentalne reprezentacije postavljenih problema, te ostali misaoni procesi potrebni za njihovo rješavanje. Metakognitivne strategije učenja su takođe važan faktor uspjeha učenika i studenata na testovima iz matematike. U radu su opisane i komponente nadarenosti (za matematiku), a pobrojane su i neke determinante matematičke darovitosti. Ukratko su objašnjeni neki načini poučavanja matematike, za koje je potvrđeno da dovode do pozitivnih obrazovnih ishoda. Na kraju su priloženi rezultati istraživanja o osobinama nastavnika matematike i osobinama učenika koje doprinose njihovim matematičkim postignućima.

ENG: This article provides an overview of some relevant psychological studies aimed at examining some aspects of mathematical education. Within these studies, it was determined that intelligence significantly contributed to mathematical achievements, while mathematical anxiety reduced them. The capacity of the working memory plays a significant role in solving math tasks. Mental representations of the problems that are set, as well as some other thought processes needed to solve them play an important role as well. Metacognitive learning strategies are also a crucial factor for pupils' and students' success in math tests. Additionally, the paper describes the components of giftedness (for mathematics) and lists some of its determinants. Several methods of teaching mathematics proved to be useful for eliciting positive educational outcomes, were briefly explained. Finally, the results of research on math teachers' characteristics are enclosed as well as those of students contributing to their mathematical achievements.

Citation: Repišti, S. (2017). Neki doprinosi psihologije istraživanju matematičkog obrazovanja. Istraživanje matematičkog obrazovanja (IMO), 9, 35-46.

There are several aspects in the world today, which are moving the countries of the world toward an international mathematics curriculum.  Some of these influences include globalization, real-time communication, international examinations, and twenty-first century research.  Globalization is an inevitable part of our world today.  As a concept, globalization refers both the to fact that the world is growing smaller and that, at the same time, the increased consciousness of the world is growing larger. More than this, we come to understand globalization as a new way of living, which affects every facet of life: the ways we shop, the ways we eat, the ways we interact with others.  Societies across the globe have developed progressively closer contact over the past several centuries, but within the past two decades, the pace of collaboration and cooperation has increased overwhelmingly.  Jets, enormous cargo ships, and instant capital flow: all these have made the world interdependent, one nation on the other.  More importantly, in our world today, ideas circulate more freely than ever before.  As a result, many academics treat these international globalization trends as both inevitable and welcome.  Whether we want globalization or not, this movement is not waning.  Real-time communication occurs on an epic scale from one side of the earth to the other.  The World-Wide Internet has enabled us to have almost instantaneous communication with people from many other countries throughout the world.  With essentially real-time video streaming, people around the world can watch a concert or listen to a lecture, at almost the same time, so that these events become shared aspects of a worldwide culture.  Scientists and everyday people together watch as a new photograph is projected millions of miles to Earth from the moon Kerberos as it orbits around Pluto.  More and more people in third-world countries are enjoying free email, free texting services, and audio-visual abilities.  Most people in the world have access to social websites and research-oriented networks, such as Facebook, Twitter, Research Gate, and Academia.edu.  People have acquaintances around the globe, with whom they communicate daily.  Moreover, the “people of the world are inextricably linked in such a way that local happenings are shaped by events happening around the globe.” The terrorist attacks in Paris on 13 November 2015 are a case in point.  Support for Paris came almost instantly from around the globe, including pledges of solidarity and allegiance from Pope Francis, United States President Obama, British Prime Minister Cameron, and millions of people from around the world who changed their Facebook profile photos to the French flag, and who spread the word on Twitter with #PrayForParis and #PrayForTheWholeWorld in communal support of the Parisian people.  An event thousands of miles away affected the lives of caring people around the globe.  This is indeed real-time communication on an epic level.

The paper reports on the relationship between a group of pre-service mathematics teachers’ working memory and number sense. South Africa’s murky performance in the Trends in International Mathematics and Science Study (TIMSS) since 1995 instigated several interrogative reports. It was found that teachers’ number sense influence their pedagogies and thus also learner achievement. Furthermore, too many teachers cannot teach quantities and how they feature in our lives properly. A number sense is an intuitive understanding of numbers, their magnitude and interrelationships and arithmetic ability is a good indicator of number sense. A variable reported to relate to number sense, is working memory capacity. The 42 third year student-teachers wrote weekly mental arithmetic tests aimed at strengthening their number sense. Their working memory capacity was measured by the Working Memory Index of Wechsler’s Adult Intelligence Scale. A linear regression ascertained that working memory capacit...

The main purpose of this research is to create an educational environment including real mathematical problems that can be solved through the interdisciplinary approach and inductive methods and to examine the change brought about by this environment in terms of the opinions and perspectives of special talented students related to the mathematics discipline. The study was conducted in Kayseri Province through the project “Mathematics Energising in Nature and Structures” supported within the context of Nature Education and Science Schools Support Program of Scientific and Technological Research Council of Turkey (STRCT). The study group of this research is composed of 35 special talented students (22 males, 13 females) going on the project education at 9 th and 10 th grade in the science and art centre (SAC) in Ankara province during 2017-2018 academic year. In this study, the case study method, one of the qualitative research approaches, was used so as to examine the opinions of the...

The current study aimed to investigate the relationship between class teachers’ level of mathematical thinking and level of anxiety about mathematics teaching in terms of different variables. To this end, the correlational and causal comparative method, one of the qualitative research methods, was used in the study. The study group of the current research is comprised of 509 class teachers working in state primary schools in the city of İstanbul in the 2019-2020 school year. As the data collection tools, the “Class Teachers’ Mathematical Thinking Scale” and the “Mathematics Teaching Anxiety Scale” were used. In the analysis of the data obtained from the scales, descriptive and parametric analyses (t-test and ANOVA) and Pearson Product-Moment Correlation were used. A low and negative correlation was found between the class teachers’ levels of mathematical thinking and mathematics teaching anxiety. Moreover, the class teachers’ levels of mathematical thinking and mathematics teaching ...

The study examined proficiency level of male and female mathematics teachers in teaching. A Twenty (20) multiple choice items of Mathematics Achievement Test (MAT) was constructed and validated with 0.87 reliability coefficient. A sample of one hundred and twenty (120) (55 males and 65 females), Secondary School Mathematics teachers were randomly selected from thirty (30) Secondary Schools in Cross Rivers State for the study. One research question and one hypothesis were formulated to facilitate this study. The hypothesis was tested using independent t-test at 0.05 significant levels. The result revealed that, there was significant difference between the proficiency level of male and female mathematics teachers toward teaching. Suggestions and recommendations were made base on the finding.